The Labour Market for Teachers in Northern Ireland

Size: px
Start display at page:

Download "The Labour Market for Teachers in Northern Ireland"

Transcription

1 The Labour Market for Teachers in Northern Ireland February 2010 Jessica Bennett Economic Research Institute of Northern Ireland Floral Buildings 2-14 East Bridge Street Belfast, BT1 3NQ Tel:

2 Contents List of Tables Page iii List of Figures vi Executive Summary vii 1.0 Introduction Purpose of Report The Education System in Northern Ireland The Administration of Education The Review of Public Administration (RPA) School Types School Funding Scale of Service Routes into the Profession BEd (Hons) Primary BEd (Hons) Secondary / BEd (Hons) Post-Primary Postgraduate Certificate in Education (PGCE) PGCE (Primary) PGCE (Irish-Medium) PGCE (Post-Primary) PGCE (Irish-Medium Post-Primary) PGCE (Early Years) Professional Certificate in Education Funding 27 i

3 4.0 The Workforce: Size / Characteristics / Planning The Workforce Size and Characteristics Independent Schools Workforce Planning Recruitment and Retention Teacher Vacancy Survey HESA Data on Destination of Students Pay Structures in the Education Sector Pay in the Education Sector Pay Relativities Basic Weekly Earnings Non-Teaching Staff Median Weekly Hours Worked Pay Comparability Terms and Conditions of Employment Independent Inquiry Recommendations on the future arrangements for teachers pay and conditions of service in NI Pensions Entitlement Conclusions References Appendix 84 ii

4 List of Tables Table 1: Funding Delegated to Schools within the Common Funding Scheme 2008/09 and 2009/10 Table 2: Education and Library Boards Recurrent Allocations for 2009/10 Table 3: No. of Educational Establishments by School and Management Type NI, 1998/99 and 2008/09 Table 4: No. of Educational Establishments and Pupils by School Type NI, 1998/99 & 2008/09 Table 5: Pupil: Teacher Ratios in all Grant-Aided Schools by School and Management Type NI 1998/99 & 2008/09 Table 6: Pupil: Teacher Ratios by School Type NI, England, Scotland and Wales Table 7: Number of Teachers in NI by Gender and Age Group 2008/2009 Table 8: Number of Teachers in NI by Gender and School Type 2008/2009 Table 9: Number of Teachers in NI by School and Management Type 2008/2009 Table 10: Number of Teachers in NI by School Type, Full-Time/Part-Time Working and Gender 2008/2009 Table 11: Teaching Workforce FTE Totals by School Type 1999/00 & 2008/09 Table 12: Number of Principals and Vice-Principals in NI by Gender 2008/2009 Table 13: Number of Principals and Vice-Principals in NI by Age Group 2008/2009 Table 14: Number of Unfilled Vacancies in Nursery, Primary and Special Schools during the 2008/09 Academic Year (as at 3 November 2008). Table 15: Number of Unfilled Vacancies in Post-Primary Schools during the 2008/09 Academic Year (as at 3 November 2008). Table 16: Number of Vacancies as a Proportion of the Number of Teachers by ELB for 2008/09 Table 17: Number of Unfilled Vacancies for Full-Time Staff in the 2008/09 Academic Year still to be filled at 3 November iii

5 Table 18: Full-Time Classroom Teacher Vacancies (Existing) in Secondary / Grammar Schools by Subject Table 19: Leavers Qualified in ITE from NI Institutions: By Teaching Employment Market and Activity, 2006/07 Table 20: Leavers Qualified in ITE from NI Institutions: By Institution, Teaching Employment Market and Activity, 2006/07 Table 21: Leavers who completed an Initial Teacher Training Course leading to Qualified Teaching Status and are currently employed in a Teaching Post, 2006/07 Table 22: Total Leavers by Age Group NI, 2008/09 Table 23: Total Leavers as a Proportion of Total Teachers by Age Group, NI, 2008/09 Table 24: Number of Teachers on the Classroom Teachers Pay Scale: NI, May 2009 Table 25 Principal & Vice-Principal Headcount on Leadership Scale: NI, May 2008 Table 26: Basic Weekly Earnings of Full-Time Primary & Secondary Education Teaching Professionals in NI by Gender: 2004 & 2008 Table 27: Median Basic Weekly Earnings of Full-Time Primary & Secondary Education Teaching Professionals by GOR: 2004 & 2008 Table 28: Mean Basic Weekly Earnings of Full-Time & Part-Time Educational Assistants by GOR: 2008 Table 29: Mean Basic Weekly Earnings of Full-Time Teaching Professionals in NI: 2004 & 2008 Table 30: Mean Basic Weekly Earnings of Full-Time Teaching Professionals by GOR: 2008 Appendix Table A1: No. of Pupils Attending Educational Establishments by School Type - NI, 1998/99 and 2008/09 iv

6 Table A2: Number of Unfilled Vacancies for Part-Time Staff in the 2008/09 Academic Year still to be filled at 3 November Table A3: Part-Time Classroom Teacher Vacancies (Existing) in Secondary / Grammar Schools by Subject (November 2008) Table A4: Leavers Qualified in ITE from Institutions in England: By Teaching Employment Market and Activity, 2006/07 Table A5: Leavers Qualified in ITE from Institutions in Scotland: By Teaching Employment Market and Activity, 2006/07 Table A6: Leavers Qualified in ITE from Institutions in Wales: By Teaching Employment Market and Activity, 2006/07 v

7 List of Figures Figure 1: Pupil: Teacher Ratios in all Grant-Aided Schools in NI by Management Type 2008/09 Figure 2: Distribution of Teaching Workforce by School Type 2008/09 Figure 3: Distribution of Teachers across the Classroom Teachers Pay Scale, NI, May 2009 Figure 4: Distribution of Principals Salaries across Leadership Scale Figure 5: Distribution of Vice-Principals Salaries across Leadership Scale Figure 6: Comparison of Occupational Groups with Teaching Professionals: NI Professional Occupation Average = 100 Figure 7: Comparison of Occupational Groups with Teaching Professionals: NI Professional Occupation Average = 100 vi

8 Executive Summary This report provides an important source of information on the labour market for teachers in NI. The report considers all aspects of the labour market including, the various routes into the profession, the size and characteristics of the workforce, recruitment and retention issues, pay structures and salaries, and also highlights some of the non-pecuniary terms and conditions of service. As at March 2009, the DE had record of more than 330,000 pupils attending 1,591 schools in NI. Teacher numbers for the 2008/09 academic year show there were a total of 19,209.8 full-time equivalent (FTE) teachers employed in Grant-Aided schools. The overall Pupil: Teacher Ratio (PTR) in NI has improved slightly since 1999/00. In NI there are five providers of Initial Teacher Education (ITE) programmes St. Mary s University College, Stranmillis University College, Queens University Belfast, University of Ulster and The Open University. Teaching is a very female dominated profession with women accounting for three-quarters of the teaching profession. There appears to be no evidence of any significant teacher shortages in particular subject areas in NI. When expressed as a proportion of the total number of FTE teachers, the number of vacancies in nursery / primary schools equates to 1.5 per cent of vii

9 the total nursery / primary teaching workforce. At post-primary level, the number of vacancies is equal to just 0.7 per cent of the FTE workforce. Secondary school teachers have a pay advantage over primary school teachers earning approximately 4.7 per cent more in Male secondary school teachers tend to be paid more than their female counterparts. NI primary school teachers are the highest paid throughout the UK. Secondary school teachers in NI are the second highest paid after London. Since 2004, the earnings of NI primary and secondary teaching professionals have improved relative to other professional occupations such as mechanical engineers, accountants and software professionals. viii

10 1.0 Introduction The need to ensure that individuals have the right skills to meet future employment opportunities is widely recognised as being key to the economic well being of the economy. A high quality education can provide individuals with the skills and qualifications needed by employers. However, whilst NI does have a very high standard of education, performing very well against national and international benchmarks, there are still too many young people, primarily from disadvantaged backgrounds, leaving education without having acquired the basic skills needed to function effectively in society 1. Basic literacy and numeracy skills are essential for any economy but, in NI, one in five of the working age population have problems with these skills. In light of this, the Department of Education (DE) in NI are undertaking a series of major reforms to the education system to improve the quality and relevance of education and to ensure that schools service the best interests of all sections of society. In addition, the DE are continuing to take forward a range of initiatives to improve educational standards including the School Improvement Programme which aims, amongst other things, to improve education outcomes for pupils in under-achieving schools. Education is primarily delivered by teachers with the support of professional, administrative and ancillary staff working in schools and the various education bodies. The labour market for teachers is thus worthy of attention given both its size and its effect on children s human capital acquisition. Aside from their parents, teachers are the main source of knowledge and values for children. They help prepare them for further education and for working life and are the main contributors to a good education. Given the linkages between educational outcome and future employment prospects, it is therefore important to ensure that the education service continues to attract and retain suitably qualified staff to continue to deliver further improvements in the sector. Education and the 1 Strategic Plan for Education, April 2006-March

11 teachers who deliver the education are, and always will be, a key priority for the Executive in NI. 1.1 Purpose of Report This report was initially commissioned by the Office of Manpower Economics (OME) at a time when NI was being considered for inclusion in the Pay Review Body (PRB) for Teachers. Although a decision has since been taken not to include NI in the remit of the Teachers PRB, the report still provides an important source of information and highlights supply and demand issues within the labour market for teachers in NI. The report is structured as follows: Section 2 provides a summary of the education system in NI - how education is administered, different school types and the size of the education service. Section 3 considers the various routes into the profession with a brief look at the availability of funding in each of the teacher training colleges. Section 4 examines the size and characteristics of the workforce including age, gender and mode of working. We also examine briefly the size of the independent sector in NI and include a section on workforce planning. Section 5 deals with recruitment and retention issues with an analysis of the Teacher Vacancy Survey and HESA data on the destinations of students. Section 6 presents the various pay structures within the education sector, how the pay scales are operated, typical career progression through the pay scales and where staff numbers currently sit on the pay scales. Section 7 examines teachers pay at primary and secondary level and compare this with other regions of the UK and with other occupations. Section 8 highlights some of the non-pecuniary terms and conditions of service and pensions entitlement. Section 9 presents some concluding remarks. 2

12 2.0 The Education System in Northern Ireland The education system in NI, at primary and secondary level, is administered similarly to that in England and Wales while Scotland runs a completely separate system, with its own laws and practices. Nonetheless, the school system in NI is distinctive from England and Wales in a number of ways including religious division, school starting age 2 and until recently, the use of the 11+ Transfer Test. NI also has its own curriculum regulations and school funding mechanisms, as well as its own arrangements for Further and Higher Education. By law, all children aged between 5 and 16 must receive a full-time education. The National Curriculum was introduced in the UK in 1992 and all state schools are required to adhere to it until students reach age 16. While schools in NI follow a similar framework, they can develop additional curriculum elements to express their particular ethos and meet pupils' individual needs and circumstances. For example, the curriculum also includes the Irish language in Irish-speaking schools. Students typically move to secondary education at age 11 where they study a range of subjects and after five years sit their General Certificate of Secondary Education (GCSE) examinations. Students are entitled to leave school after taking their GCSEs. Those who choose to continue their secondary school education will take AS-Levels after one further year of study and A-Levels after two further years of study. 2.1 The Administration of Education The education system in NI is quite complex with as many as 10 Statutory Bodies involved in the management and administration of the system, including a 2 In NI, the school starting age is four (compared to five in England and Wales) with nursery provision offered from aged three. 3

13 number of voluntary bodies. However, the Department of Education (DE) 3 has overall responsibility for the central administration of all aspects of education and related services in NI excluding the further and higher education sectors, for which responsibility is within the remit of the Department for Employment and Learning (DEL). The DE s many responsibilities include: the strategic planning and management of education at pre-school, primary, and post-primary level and special education; curriculum content and delivery; teacher education and salaries; covering capital costs from most schools; and allocating funding to the Education and Library Boards (ELB s). Its primary statutory duty is to promote the education of the people of Northern Ireland and to ensure the effective implementation of education policy ( Education at a local level in NI is administered by five ELB s, each of which cover different geographical areas. The ELB s carry out a similar function to the Local Education Authority s (LEA s) in England and Wales, and Education Authority s (EA s) in Scotland. The ELB s are responsible for the day-to-day delivery of educational services. Each year the ELB s are allocated funds by the DE to ensure that high quality education, youth and library support services exist throughout their areas. ELB s are also responsible for ensuring that there are enough schools of all types to meet the needs of their area. In addition to the ELB s, there is also the Council for Catholic Maintained Schools (CCMS) which has responsibility for the provision and effective management of nursery, primary and post-primary education within its sector. The NI Council for Curriculum, Examinations and Assessment (CCEA) advises DE on issues relating to examinations and assessment. When funding and decision-making is delegated to schools, the Board of Governors have an important role to play. The Board of Governors is the legally 3 The DE is one of eleven government departments in NI which were created in 1999 as part of the NI Executive by the Northern Ireland Act 1998 and the Departments (Northern Ireland) Order

14 required governing body of grant-aided schools in NI and comprises elected parents and teachers. There is also a provision for members of the local and business community to be co-opted. They are responsible for the main policy decisions within schools including: the management of financial plans; ensuring the education provided meets legal requirements; the appointments of staff; disciplinary procedures; and setting school standards The Review of Public Administration (RPA) The Review of Public Administration (RPA) is currently underway in NI. Within education, the RPA has been defined as the most influential reform in a generation, representing a fresh start for governing and delivering education and youth services. The impact of the RPA will transform the way education is administered and enable more resources to be available for schools. Perhaps the biggest change will be the establishment of a new Education and Skills Authority (ESA), planned for 1 January Unfortunately, due to a delay in progressing the first Education Bill, the January 2010 date has been confirmed as unachievable and agreement on a new date for ESA will be sought from politicians. The new ESA will focus on the operational delivery of educational services and will take over the functions currently carried out by the five ELB s, the CCEA and the Regional Training Unit. It will also be responsible for the frontline support currently undertaken by the CCMS and other similar bodies. The new ESA will also act as the sole employing authority for teachers and nonteaching staff in all schools. A new Education Advisory Forum will be established to provide a direct link between education sectors and the Minister. The DE will continue to be responsible for education policy and strategy but some of the operational functions currently carried out by DE will transfer to the new ESA. DE will be responsible for ensuring the effective and efficient delivery of services by the ESA. 5

15 2.2 School Types The education system in NI consists of several different types of schools under the control of management committees who are also the employers of teachers. Controlled schools (nursery, primary, special, secondary and grammar) are under the management of the schools Board of Governors and the Employing Authorities are the five ELB s. Maintained schools (nursery, primary, special and secondary) are managed by a Board of Governors and the Employing Authority is the CCMS. The CCMS, established under the auspices of the 1989 Education Reform (Northern Ireland) Order, is the advocate for the Catholic maintained schools sector in NI. Regular costs are met by the ELB s who are also responsible for employing non-teaching staff. Other Maintained schools (primary, special and secondary) include Irish- Medium Schools where education is provided in an Irish speaking school. The DE has a duty to encourage and facilitate the development of Irish- Medium education. Such schools are managed by a Board of Governors and regular costs are met by the ELB s who are also responsible for employing non-teaching staff. Voluntary Grammar schools are schools which are permitted to select pupils on the basis of academic ability. These schools are managed by a Board of Governors who are also the employing authority for both teaching and nonteaching staff. Regular costs are funded by the DE although some may contribute an element towards capital costs depending on their agreement with the DE. 6

16 Integrated schools (Grant Maintained Integrated (GMI) and Controlled Integrated) are schools which contain a reasonable number of pupils from both the Protestant and Catholic communities. Integrated schools were introduced under the 1989 Order and are under the management of a Board of Governors who are also the employing authority for both teaching and nonteaching staff. Since 1989 there has been a steady increase in the numbers of these schools. Regular costs are funded by the DE. In NI there are 16 Independent schools. These schools are not dependent on national or local government for funding but are financed by private sources, predominantly in the form of tuition fees and charitable endowments. NI also has 42 Special schools and 2 Hospital schools. Under the Education (Northern Ireland) Order 1996 as amended by the Special Educational Needs and Disability (Northern Ireland) Order 2005, the statutory responsibility for securing provision for pupils with special educational needs rests with the ELB s and Boards of Governors of mainstream schools. Special Educational Needs provision is matched to individual needs. It may be made available in special schools, special units attached to mainstream schools or in mainstream classes themselves. In NI, in addition to the 42 special schools, there are 170 special units attached to around 100 mainstream schools which cater for a wide range of special educational needs. The five ELB s also operate specialist outreach support services for children with literacy problems and behaviour difficulties. The Hospital schools enable children to continue with education, whilst admitted to hospital, or visiting for regular treatment. The Belfast Hospital School provides education for children aged between 4 and 18 in the hospital and in a home tuition setting. It employs 20 full time teachers and a classroom assistant and provides expert teaching in a range of subjects from pre-school to A Level. The hospital schools are based in the Royal Belfast Hospital for Sick Children and Musgrave Park Hospital. 7

17 2.3 School Funding All grant-aided schools in NI have their recurrent costs fully funded by the DE, either direct from the DE or through the ELB s. The DE also provides 100 per cent grant-aid for capital costs for controlled schools (owned by ELB s), Irish- Medium schools, and privately owned GMI schools, as well as 100 per cent funding for those Catholic-maintained schools and voluntary grammar schools which have entered into capital funding agreements whereby the DE has one or more representatives on the Board of Governors. All other maintained schools and voluntary grammar schools, with very limited exceptions, are grant-aided by the DE, by up to 85 per cent, for capital costs. The Local Management of Schools (LMS) Scheme in NI was first introduced in 1991 and allows for the delegation of financial and managerial responsibilities to schools. The Board of Governors of every school is allocated a budget to meet the on-going costs of running their school. Each school is then able to plan and use resources to maximum effect according to their own assessment of their school s needs and priorities. Controlled and maintained schools are funded through their local ELB while voluntary grammar schools and grant-maintained integrated schools are funded directly by the DE. Since April 2005, all LMS funding has been allocated to NI schools according to a Common Funding Scheme. The Common Funding Scheme replaces the seven separate LMS Schemes used by the ELB s or funding authorities to distribute funding over the period The Common Funding Scheme maintains the principles behind the LMS while ensuring that schools of similar size and characteristics receive similar funding regardless of their geographical location. The common funding formula is made up of a range of factors developed to reflect the main costs associated with the running of a school. It takes account of such things as the number of pupils, their ages and profiles; the relative size of 8

18 schools; and costs associated with school buildings. The formula also takes account of a range of other factors which recognize the distinctive features of individual schools and certain pupils that give rise to significant and unavoidable costs. Allowances are also made for curriculum support for relatively small schools and the incidence of social disadvantage and educational underachievement. The common funding formula allocations delegated to each school are designed to cover all essential expenditure on items to be met from within the school s budget, including expenditure on teaching and non-teaching staff. The education budget is therefore an important element in determining the demand for teachers. The Minister for Education recently announced a budget of 1.9 billion for the 2009/10 school year, an increase of 0.1 billion from the previous year and a record high level of funding for education services in NI. The funding available to go directly to schools delegated budgets is now 1.1 billion, an increase of 5.3 per cent from 2008/09 and the funding for ELB s is also up 2.6 per cent from 2008/09 to over 400 million. However, the budget of 1.9 billion was agreed in last years budget process and the Minister failed to secure any additional money from the Executive to cover costs which have arisen since then such as staff pay re-grades and teacher pension and redundancy costs which are believed to total 60 million for 2009/10. The funding delegated to schools for both 2008/09 and 2009/10 is detailed in Table 1. Primary schools are to get the biggest increase with 37.9 million more than last year made available. However, the proportion of per pupil funding delegated to primary schools compared to post-primary schools is still just 70.4 per cent. 9

19 Table 1: Funding Delegated to Schools within the Common Funding 2008/09 Funding Scheme 2008/09 and 2009/ /10 Funding % Increase 2008/09 Average Per Pupil 2009/10 Average Per Pupil % Increase 000 s 000 s Nursery 17,068 17, % 3, % Primary 428, , % 2,646 2, % Post-Primary 604, , % 4,021 4, % Source: Table 2 presents the budget for ELB s recurrent allocations in 2009/10. These budgets do not include funding delegated to schools under the Common Funding Scheme arrangement or any additional earmarked funding provided for Youth or Capital expenditure or other specific initiatives such as special educational needs; new nutritional standards for school meals; or any other education initiatives. The total amount allocated to the ELB s for for their (nonearmarked) schools related budgets is 406.1m. These budgets are for central funded services including school meals; special educational needs; school transport and maintenance as well as headquarter costs. Table 2: Education and Library Boards Recurrent Allocations for 2009/10 Education & Library Budget Board Belfast 64.8m North Eastern 90.2m South Eastern 79.3m Southern 93.6m Western 78.0m Total 406.1m Source: Scale of Service The DE provides information on the number of schools and pupils, as well as Pupil: Teacher ratios by school and management type for the five ELB s and NI as a whole. This information can be used to provide some indication of the size 10

20 of the education sector in NI and how it has changed in recent years as well as provide some comparisons with the rest of the UK. In NI, for the academic year 2008/09, there are a total of 1,237 schools and an additional 354 voluntary and private pre-school education centres (Table 3). Primary schools account for just under 70 per cent of the total number of schools. With regards to management type, Controlled schools (including controlled integrated) have the majority with 554 schools (45%) in total. This is closely followed by Catholic maintained schools, of which there are 537 schools in total (43%) under Catholic management. In the ten year period since 1999/00, the total number of schools has fallen from 1,325 to 1,237. This represents a fall of 6.6 per cent. In the same time, the number of pupils attending educational establishments has also fallen from 348,999 to 324,173, a fall of 7.1 per cent (See Appendix Table A1). Table 4 below presents the number of education establishments and pupils by school type for 1999/00 and 2008/09 as well as the percentage change in the numbers over the ten year period. Overall, the number of educational establishments has fallen by approximately 0.1 per cent despite the number of Voluntary & Private Pre-School Education Centres having increased by over 32 per cent and the number of nursery schools by approximately 3.2 per cent in the ten year period. All other school types have seen a decline in their numbers. However, the decline in the number of pupils attending schools in NI is more significant. Primary attendance is down by approximately 9.4 per cent and the number of pupils attending secondary schools is down by 7.6 per cent. In contrast, the number of pupils attending Grammar schools has risen by just 0.1 per cent and hospital schools have also seen an increase in the number of pupils attending, although this is more likely to be very changeable. Overall, pupil numbers are down more than 6 per cent since 1999/00. 11

21 Table 3: No. of Educational Establishments by School and Management Type - NI, 1999/00 and 2008/09 School & Management Type 1999/ /09 Voluntary & Private Pre-School Education Centres* Nursery Schools: Controlled Catholic Maintained Total Nursery Schools Primary Schools: Controlled Catholic Maintained Other Maintained: Irish Medium Other Controlled Integrated Grant Maintained Integrated Total Primary Schools Grammar Schools Preparatory Departments Total Primary Schools (inc. Grammar School Prep. Depts) Post-Primary Schools: Secondary (Non-Grammar) Schools: Controlled Catholic Maintained Other Maintained: Controlled Integrated Grant Maintained Integrated Grammar Schools: Controlled Voluntary: Irish Medium Other Under Catholic Management Under Other Management Total Post-Primary Schools Special Schools Hospital Schools 3 2 Independent Schools Total: All Schools (Excl. Grammar School Prep 1,325 1,237 Dept. s) Total: All Schools and Pre-School Education Centres 1,593 1,591 Source: NI School Census, Department of Education, Northern Ireland March 2009 *Voluntary & Private Pre-School Education Centres funded under the Pre-School Education Expansion Programme, which began in 1998/

22 Table 4: No. of Educational Establishments and Pupils by School Type NI, 1999/00 & 2008/09 No. of Schools 99/00 08/09 % Change No. of Pupils 99/00 08/09 % Change School Type Voluntary & Private Pre- School Education Centres* ,407 6, Nursery ,952 5, Primary , , Secondary ,603 85, Grammar ,361 62, Total Post-Primary , , Special ,688 4, Hospital Independent , Total: All Schools & Pre-School Education Centres 1,593 1, , , Source: NI School Census, Department of Education, Northern Ireland March 2009 *Voluntary & Private Pre-School Education Centres funded under the Pre-School Education Expansion Programme, which began in 1998/99. Note: Independent schools are not grant-aided and do not fall under the ELB remit. Whilst the demand for teachers is essentially controlled by the DE, in reality, the government has little leverage on the determinants of teacher s demand a key element of which is the demographic pattern of school pupil numbers. The cyclical nature in the numbers of pupils can cause problems with planning for an appropriate number of teachers and the balance between primary and secondary specialisms. Official figures show that pupil numbers have been falling steadily since 1996/97 when they were at a high of 354,230. Since then they have fallen by approximately 6.6 per cent to 330,802 this represents an annual fall of approximately 0.6 per cent between 1996/97 and 2008/09. Teacher numbers also fell steadily between 2002/03 and 2007/08 at a rate of approximately 1.6 per cent per annum with only a slight increase in numbers since 2007/08. As at March 2009, the DE has record of more than 330,000 pupils attending 1,591 schools in NI. Teacher numbers for the 2008/09 academic year show 13

23 there were a total of 19,209.8 full-time equivalent (FTE) teachers employed in Grant-Aided schools in NI in 2008/09. The pupil:teacher ratio (PTR) in a school is the ratio of all pupils on the register to all qualified teachers employed within the school during the census week. Part-time teachers and part-time pupils are included on a full-time equivalent basis. The PTR can provide some indication of education quality, for example, in classrooms with a high number of pupils per teacher, the quality of education can suffer as teachers are able to dedicate less time to the needs of each individual student. PTR s tend to be lower in secondary schools than in primary schools. Table 5 presents the PTR s in all Grant-Aided schools in NI by school and management type for 1999/00 and 2008/09 14

24 Table 5: Pupil: Teacher Ratios in all Grant-Aided Schools by School and Management Type NI, 1999/00 & 2008/09 Pupil: Teacher Ratio s School & Management Type 1999/ /09 Nursery Schools: Controlled Catholic Maintained Total Primary Schools*: Controlled Catholic Maintained Other Maintained Controlled Integrated Grant Maintained Integrated Total Grammar Schools Preparatory Departments: Controlled Voluntary Total Post-Primary Schools: Secondary (Non-Grammar) Schools: Controlled Catholic Maintained Other Maintained Controlled Integrated Grant Maintained Integrated Grammar Schools: Controlled Voluntary Total Post-Primary Schools Special Schools (Excl. Hospital Schools) Controlled Catholic Maintained Other Maintained Total Special Schools All Grant-Aided Schools Controlled Catholic Maintained Other Maintained Controlled Integrated Grant Maintained Integrated Voluntary Total Source: NI School Census, Department of Education, Northern Ireland, October 2009 *Includes pupils and teachers in nursery classes 15

25 The overall PTR in NI, in 2008/09, was This was a slight improvement from 1999/00 when the overall PTR was Overall, nursery schools have seen a very minor increase in the PTR whilst the PTR in primary schools has remained unchanged since 1999/00. The PTR in post-primary schools has improved slightly over the period. Whilst PTR s are not a reflection of class sizes, they do provide a broad indicator of the staffing position in schools and the increase in the PTR in nursery and post-primary schools, particularly nursery schools, might suggest a shortage of teachers in this area. However, looking at the PTR s by school management type we can see that only Controlled and Voluntary schools have a lower average PTR in 2008/09 compared to 1999/00. The PTR in Grant Maintained Integrated schools in 2008/09 is approximately 3.3 per cent higher than it was in 1999/00. Overall, nursery and primary schools have the highest PTRs with Catholic Maintained being the management type with the highest PTR at 25.9 in nursery schools and 20.5 in primary schools. Grant Maintained Integrated schools have the highest primary school PTR at 20.6, whilst Other Maintained schools have the lowest primary school PTR at just At postprimary level, only Grant-Maintained Integrated schools saw a rise in the PTR over the period. At 14.1, Controlled and Catholic Maintained schools have the highest PTRs of all secondary (non-grammar) schools whilst Other Maintained schools have the lowest at The PTR in Voluntary Grammar schools, at 15.1 is lower than in controlled Grammar schools at

26 Figure 1: Pupil: Teacher Ratios in all Grant-Aided Schools in NI by Management Type 2008/ Pupil: Teacher Ratio Controlled Catholic Maintained Other Maintained Controlled Integrated Grant Maintained Integrated Voluntary Total Source: Department of Education, Northern Ireland, October 2009 Figure 1 shows the PTR s in all Grant-Aided schools in NI by management type. Overall, the Catholic Maintained sector has the highest PTR at 17.7 while the Other Maintained sector has the lowest at just Comparisons can also be made between the PTR s for NI and those in England, Scotland and Wales (Table 6). Nonetheless, the comparisons should be viewed with caution given that the PTR s are affected by varying school size distributions and, in the case of secondary PTRs, by the fact that teachers and students in sixth form colleges in England are not included. Furthermore, the difference in the age at which pupils transfer from primary to secondary school affects the comparison of PTR s between Scotland and the rest of the United Kingdom. A PTR for pre-schools in Scotland was not available. 17

27 Table 6: Pupil: Teacher Ratios by School Type NI, England, Scotland and Wales School Type N. Ireland England Scotland Wales Nursery Primary Secondary Special All Schools Source: NI - Department of Education, Northern Ireland, Figures refer to 2008/09 school year. England Department for Children, Schools and Families, Figures as at January Scotland The Scottish Government Statistics, Figures refer to Wales Welsh Assembly Government, Figures refer to January The PTR in the nursery sector in NI, at 25.4, is significantly higher than that in England (16.5) and Wales (15.4). At primary level, the PTR is, again, higher in NI than in Scotland and Wales, but slightly lower than in England. In terms of secondary PTR s, NI compares favorably with England and Wales but is still considerably higher than Scotland. Overall, Scotland has the lowest PTR s in all sectors with the PTR in special schools being particularly low. However, as noted above, comparisons should be viewed with caution. 18

28 3.0 Routes into the Profession In NI, there are five providers of Initial Teacher Education (ITE) programmes St. Mary s University College and Stranmillis University College are teacher training colleges and both colleges of Queens University Belfast (QUB). QUB, the University of Ulster (UU) and The Open University (OU) also provide a route into the teaching profession. The Department for Employment and Learning (DEL) is responsible for funding in St. Mary s University College, Stranmillis University College Queens QUB). QUB, and the UU. The OU is funded on a UK wide basis and receives no funding from DEL. There are essentially two routes into teaching in NI, both of which require A Levels or a comparable qualification for initial entry. The first involves professional preparation and the concurrent study of a subject leading to a degree of Bachelor of Education (BEd). There are two options within the BEd degree programme: BEd (Primary) and BEd (Post-Primary) / BEd (Secondary). Alternatively, students may take a primary degree in a specific subject area and follow this with an intensive Postgraduate Certificate in Education (PGCE) course. The PGCE is available from each of the Higher Education Institutions in NI and The OU. Each institution offers a specialism for those wishing to obtain Qualified Teacher Status through this award. The labour market for teachers in NI is, essentially, a controlled market in that the DE is primarily responsible for teacher education and related services. Each year they determine the intake numbers of student teachers at each of the HEI s to enable them to train sufficient numbers of teachers to meet the needs of schools. To help determine the annual intakes, the DE makes use of a statistical Teacher Demand Model (TDM). The TDM has generated a forecast of 643 places for the 2009/10 academic year. This remains unchanged from the previous year. More information about the TDM and its uses can be found in Section Workforce Planning on page 37. This section of the report will 19

29 examine the various routes into the teaching profession and provide information on the type of qualification and the necessary entry requirements; the number of places available on each course; the length of training; and, any funding that may be available to students wishing to study for a career in teaching. 3.1 BEd (Hons) Primary The BEd (Hons) Primary degree course is offered at both St. Mary s University College and Stranmillis University College. The course is designed specifically for intending primary school teachers. It is a four year honours degree programme leading to full recognition to teach, in any sector of the Primary School, by the Department of Education (DE) and registration with the General Teaching Council for Northern Ireland (GTCNI). The BEd (Primary) is designed differently at St. Mary s and Stranmillis, however, throughout the four year course all students will undertake the compulsory elements of professional studies which includes all the areas of learning of the Revised NI Curriculum, and professional placements. The BEd degree is competence-based and students must pass the School Experience element each year to proceed to the next stage of the course. BEd (Primary) students will also study a subject of their choice All applicants for Primary courses of ITE must have GCSE Grade C (or equivalent) in English, Mathematics and a Science subject. Students applying for the BEd (Primary) at St. Mary s will typically require ABB in their A Level subjects with a minimum of a B obtained in the subject they wish to specialize 4. For those students applying to Stranmillis, the A Level requirement is BBB with at least one subject from Art & Design, English, Geography, History, Irish, Mathematics, Music, Physical Education, Religious Studies and Science. The same subjects are on offer at St. Mary s for entry in Students wishing to study Mathematics, Music or Science as their main subject require BBB at A Level. 20

30 All applicants for courses of ITE, at both St. Mary s 5 and Stranmillis, who meet the minimum entry requirements, will be interviewed. The interview, together with examination performance, forms an important part of the admissions procedure. Some courses, for example Music or Physical Education, may also require evidence of practical ability. In such cases applicants will be notified of the requirements in advance of any assessment. For the 2008/09 academic year, the DE had made available a total of 80 places for students wishing to study for the BEd (Hons) Primary at St. Mary s and 80 places on the BEd (Hons) Primary at Stranmillis. The total number of places allocated for 2009 entry increased by approximately 18 per cent from 160 to 190. St Mary s have been allocated 100 places and Stranmillis a further BEd (Hons) Secondary / BEd (Hons) Post-Primary The BEd (Hons) Secondary is also a four year honours degree programme leading to full recognition to teach by the DE and registration with the GTCNI. This course is also offered by both St. Mary s (BEd (Hons) Secondary), and Stranmillis (BEd (Hons) Post-Primary). Students completing the course will be qualified to teach within the age range. All applicants for Secondary courses of ITE must have a minimum of grade C in GCSE (or equivalent) English and Mathematics 6. As with the BEd Primary, students will study a main subject chosen from Business Studies, Mathematics, Religious Studies, and Technology & Design. Students must also study a subsidiary subject chosen from English, History, Geography, Science and Computing & ICT. Whilst Business Studies and Religious Studies students can choose any subject as their subsidiary subject, Mathematics students must choose Science, and Technology & Design students must choose Computing & 5 All applications for entry to courses offered by St. Mary s must be made directly to the College as it is not a member of the Universities and Colleges Admission Service (UCAS). 6 For those wishing to study Science as their main subject, a minimum of BB in Double Award Science is also required. 21

31 ICT. BEd (Secondary) students will also spend a considerable portion of each academic year on school placements. Each of which they must pass in order to proceed to the next stage of the course. Students applying to the BEd (Hons) Secondary degree course at St. Mary s must have achieved BBC in their A Level subjects with a minimum of a B obtained in the subject they wish to specialize. However, for those students wishing to study Religious Studies as their main subject, ABB is required at A Level while those wishing to study Technology & Design as their main subject typically require CCC at A Level. For those students applying to the BEd (Hons) Post-Primary at Stranmillis, the A Level requirement is typically BCC. However, as in St. Mary s, those students wishing to study Religious Studies as their main subject require BBC, while those wishing to study Technology & Design as their main subject require CCC. All applicants, who meet the minimum entry requirements, will be interviewed as part of the admissions process. For the academic year 2008/09 there were 50 places available for students wishing to study for the BEd (Hons) Secondary at St. Mary s and 50 places on the BEd (Hons) Post-Primary at Stranmillis. The numbers of available places for the course at both St. Mary s and Stranmillis remained unchanged for 2009 entry. 3.3 Postgraduate Certificate in Education The PGCE is available from each of the Higher Education Institutions in NI with each institution offering a particular specialism for those wishing to obtain Qualified Teacher Status through this award. Students can also study for a Professional Graduate Certificate in Education (PGCE) from the OU. 22

32 3.3.1 Postgraduate Certificate in Education (Primary) The PGCE (Primary) is a one year full-time course which aims to prepare students to teach the full range of subjects of the NI Curriculum to pupils of primary age. Completion of the course leads to full recognition as a teacher by the DE. Applicants for the primary course should apply to UU and must meet the following entry conditions: Have achieved GCSE passes at grade C or above, or equivalent qualifications, in English, Mathematics, and Science; Have an Honours Degree at 2:2 standard or above in an appropriate subject. Applicants must also be able to demonstrate a knowledge, interest and experience in the education of primary aged children. Those applicants that appear to fulfill the above requirements will be short-listed and interviewed to ascertain their suitability for the course. The DE quota of 40 places for the 2008/09 academic year remained unchanged for 2009/10 entry Postgraduate Certificate in Education (Irish-Medium) The PGCE is a one year full-time course leading to full recognition as a teacher by the DE. It is taught substantially through the medium of Irish and is intended particularly for graduates who wish to teach in Irish-medium primary schools. The course is thirty-six weeks in duration of which eighteen weeks are spent on practical teaching experience in schools. The course is offered at St. Mary s University College. Applicants will need to have obtained a minimum of Grade C in GCSE (or equivalent) English, Mathematics and Science, as well as a degree at Honours 23

33 level. The relevance of the degree to the primary curriculum will be taken into consideration within the selection process. It is recommended that applicants applying for this course have a high level of competence in oral and written Irish as this will be assessed. The selection procedure involves an interview and a written task. For the academic year 2008/09 there was 22 places available on this course. The number of places allocated for 2009 entry is Postgraduate Certificate in Education (Post-Primary) The PGCE (Post-Primary) is provided by QUB and the UU. The course prepares students to teach the full range of pupils in secondary and grammar schools and completion of the course leads to full recognition as a teacher by the DE. The PGCE is a full time course and runs for one academic year. The course lasts 36 weeks in total, 24 of which students will spend on professional placements based in a school. Applicants must have a vocationally relevant Honours degree (normally 2:2 or above) as well as GCSE English and Mathematics (Grade C), or the equivalent, in order to satisfy the DE s minimum entrance to teaching requirement. Applicants wishing to undertake Religious Education as an option in the Postgraduate Certificate must also have GCSE Religious Education (Grade C Minimum) or its equivalent. The PGCE route offered through QUB is the only one in NI through which students who wish to specialize in ICT can be trained. Other subjects offered at QUB include: English, Mathematics, Modern Languages, Religious Education, Science, Politics and Sociology. At the UU, subject specialisms on offer include: Art & Design, English with Drama, Media Studies, Geography, History, Home Economics, Music, Physical Education and Technology & Design. 24

34 All applicants to both QUB and UU will have a formal interview at which they will be offered the opportunity to demonstrate their knowledge of and commitment to teaching as a career. At UU, in 2008/09 there were 101 places available for students to study for a PGCE Post-Primary while QUB had 177 places on the PGCE course. The figures for the 2009/10 intake are currently 91 at UU and 159 at QUB. This represents a reduction of 28 places (10 %) from 2008/ Postgraduate Certificate in Education (Irish-Medium Post-Primary) In response to the demand for subject specific teachers in the growing Irish Medium Post-Primary sector, St. Mary s University College, QUB and UU have formed a partnership to offer a one year PGCE course to students who wish to become teachers in Irish Medium secondary education. Applicants will apply to do their PGCE with either QUB or UU (depending on their subject specialism) and should express an interest in Irish Medium Education (IME) if they wish to be considered for this option. Applicants will need to have obtained a minimum of Grade C in GCSE (or equivalent) English and Mathematics, as well as a degree at Honours level. Applicants must also have A Level or equivalent in Irish to be eligible to apply for an IME place. On completion of the course, in addition to their PGCE qualification (from UU / QUB) students will also be awarded a Certificate in Bilingual Education from St. Mary s University College. In 2008/09 there were 7 students studying for the Postgraduate Certificate in Education (Irish-Medium Post-Primary). Each year there are a limited number of places available at both QUB and UU for 2009/10 entry there are just 8 places, 4 at UU and 4 at QUB. 25

Understanding the UK education system

Understanding the UK education system Understanding the UK education system The education system in the UK is currently undergoing perhaps more change than at any time since the 1944 Butler Education Act. There are now a huge range of schools

More information

EDUCATION SYSTEM IN THE UK

EDUCATION SYSTEM IN THE UK EDUCATION SYSTEM IN THE UK Across the UK there are five stages of education: early years, primary, secondary, Further Education (FE) and Higher Education (HE). Education is compulsory for all children

More information

Statistical First Release

Statistical First Release Statistical First Release Initial teacher training census for the academic year 2014 to 2015 Reference SFR 48/2014 Date 27 November 2014 Coverage England Theme Children, Education and Skills Issued by

More information

Management Information

Management Information Management Information Initial Teacher Training Performance Profiles: academic year 2012 to 2013 Date 23 October 2014 Coverage England Theme Initial Teacher Training Issued by Department for Education,

More information

QUALIFICATION REFORM: A GUIDE TO WHAT IS HAPPENING AROUND THE UK

QUALIFICATION REFORM: A GUIDE TO WHAT IS HAPPENING AROUND THE UK QUALIFICATION REFORM: A GUIDE TO WHAT IS HAPPENING AROUND THE UK Issue: v1 February 2015 CONTENTS Introduction... 3 Qualification reform statements... 4 England... 5 A levels in England... 5 Science practical...

More information

Becoming a teacher 2015/2016

Becoming a teacher 2015/2016 Becoming a teacher 2015/2016 Becoming a teacher This booklet has been produced by the Careers Advisory Service and the Online Student Support Services of The Open University. The University wishes to emphasise

More information

Honours Degree in Social Work - Advice for Applicants. Contents. Introducing the NISCC. The Honours Degree in Social Work

Honours Degree in Social Work - Advice for Applicants. Contents. Introducing the NISCC. The Honours Degree in Social Work February 2016 Honours Degree in Social Work - Advice for Applicants Contents Introducing the NISCC The Honours Degree in Social Work What does the Degree offer students? Routes to the Degree in NI Admission

More information

Honours Degree in Social Work in Northern Ireland. Advice for Applicants

Honours Degree in Social Work in Northern Ireland. Advice for Applicants Honours Degree in Social Work in Northern Ireland Advice for Applicants This booklet contains information on: Course locations and requirements Key features of the Degree How to apply to the Degree Financial

More information

Teaching in secondary schools. Department of Education and Children

Teaching in secondary schools. Department of Education and Children Teaching in secondary schools Department of Education and Children November 2012 Teaching in secondary schools Education and training Unlike teachers in primary schools, secondary teachers are almost always

More information

Circular Number: FE12/09. Subject: QUALIFICATIONS REQUIRED TO TEACH IN INSTITUTIONS OF FURTHER AND HIGHER EDUCATION. Date of Issue: 23 November 2009

Circular Number: FE12/09. Subject: QUALIFICATIONS REQUIRED TO TEACH IN INSTITUTIONS OF FURTHER AND HIGHER EDUCATION. Date of Issue: 23 November 2009 Subject: QUALIFICATIONS REQUIRED TO TEACH IN INSTITUTIONS OF FURTHER AND HIGHER EDUCATION Circular Number: FE12/09 Date of Issue: 23 November 2009 Target Audience: Governing Bodies and Principals of Institutions

More information

UK application rates by country, region, constituency, sex, age and background. (2015 cycle, January deadline)

UK application rates by country, region, constituency, sex, age and background. (2015 cycle, January deadline) UK application rates by country, region, constituency, sex, age and background () UCAS Analysis and Research 30 January 2015 Key findings JANUARY DEADLINE APPLICATION RATES PROVIDE THE FIRST RELIABLE INDICATION

More information

An Independent Review of the Common Funding Scheme

An Independent Review of the Common Funding Scheme An Independent Review of the Common Funding Scheme An Independent Review of the Common Funding Scheme c Chair s Message On 12 June 2012, the Education Minister appointed me to chair an Independent Review

More information

Current and Proposed Higher Education Student Finance Arrangements in the UK Regions

Current and Proposed Higher Education Student Finance Arrangements in the UK Regions Research and Information Service 13 th May 2011 Eoin Murphy Current and Proposed Higher Education Student Finance Arrangements in the UK Regions NIAR 435-2010 This paper examines the existing Higher Education

More information

Higher Degrees: Postgraduate Study in the UK 2000/01 to 2005/06. Jane Artess, Charlie Ball and Pearl Mok Higher Education Careers Service Unit (HECSU)

Higher Degrees: Postgraduate Study in the UK 2000/01 to 2005/06. Jane Artess, Charlie Ball and Pearl Mok Higher Education Careers Service Unit (HECSU) Higher Degrees: Postgraduate Study in the UK 2000/01 to 2005/06 Jane Artess, Charlie Ball and Pearl Mok Higher Education Careers Service Unit (HECSU) DIUS Research Report 08 16 Higher Degrees: Postgraduate

More information

Bachelor of Education Degree

Bachelor of Education Degree Bachelor of Education Degree Contents The B.Ed. Programme 2 Numbers admitted 2 The Church of Ireland College of Education 4 Student facilities 3 Accommodation 3 Library 3 Societies and Sport 3 Entry requirements

More information

Teaching in Secondary Schools. Department of Education and Children. Rheynn Ynsee as Paitchyn

Teaching in Secondary Schools. Department of Education and Children. Rheynn Ynsee as Paitchyn Teaching in Secondary Schools Department of Education and Children Rheynn Ynsee as Paitchyn October 2014 Teaching in Secondary Schools Education and Training Unlike teachers in primary schools, secondary

More information

I.N.T.O. Serving Education

I.N.T.O. Serving Education I.N.T.O. Serving Education INTO RESPONSE TO THE REVIEW OF PUBLIC ADMINISTRATION September 2005 Irish National Teachers Organisation 23 College Gardens, Belfast, BT9 6BS Tel: 028 90 381455 Email: info@into.ie

More information

QUEEN S UNIVERSITY BELFAST SCHOOL OF MEDICINE, DENTISTRY AND BIOMEDICAL SCIENCES ADMISSION POLICY STATEMENT FOR MEDICINE FOR 2016 ENTRY

QUEEN S UNIVERSITY BELFAST SCHOOL OF MEDICINE, DENTISTRY AND BIOMEDICAL SCIENCES ADMISSION POLICY STATEMENT FOR MEDICINE FOR 2016 ENTRY QUEEN S UNIVERSITY BELFAST SCHOOL OF MEDICINE, DENTISTRY AND BIOMEDICAL SCIENCES ADMISSION POLICY STATEMENT FOR MEDICINE FOR 2016 ENTRY 1. Introduction It is the policy of the University that all candidates

More information

Science in the Revised Curriculum

Science in the Revised Curriculum Research and Information Service Paper 38/14 20 March 2014 NIAR 202-14 James Stewart Science in the Revised Curriculum 1. Summary The revised curriculum for Northern Ireland was designed to promote the

More information

Liverpool John Moores University Access Agreement

Liverpool John Moores University Access Agreement Liverpool John Moores University Access Agreement Purpose This agreement has been prepared following the decision by Liverpool John Moores University (LJMU) to raise full-time undergraduate tuition fees

More information

PART 4 NON-TEACHING STAFF PAY AND CONDITIONS OF EMPLOYMENT 1. INTRODUCTION

PART 4 NON-TEACHING STAFF PAY AND CONDITIONS OF EMPLOYMENT 1. INTRODUCTION NON-TEACHING STAFF PAY AND CONDITIONS OF EMPLOYMENT 1. INTRODUCTION PART 4 The salary scale for non-teaching staff is composed of an incremental scale, divided into a number of grades. For non-teaching

More information

Routes into teaching. For more information about how to get into teaching, see our print

Routes into teaching. For more information about how to get into teaching, see our print Routes into teaching For more information about how to get into teaching, see our print product TARGETpostgrad Teaching. Visit each article online for further references and useful links. The steps to

More information

Department of Education: Sustainability of Schools

Department of Education: Sustainability of Schools Department of Education: Sustainability of Schools REPORT BY THE COMPTROLLER AND AUDITOR GENERAL 30 June 2015 Department of Education: Sustainability of Schools Department of Education: Sustainability

More information

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales Resource document for school governors and schools Summary of Special Educational Needs (SEN) Code of Practice for Wales Teifion Rees SEN Governor Cwrt Sart Comprehensive School April 2004 1 Acknowledgements

More information

1. Executive Summary...1. 2. Introduction...2. 3. Commitment...2. 4. The Legal Context...3

1. Executive Summary...1. 2. Introduction...2. 3. Commitment...2. 4. The Legal Context...3 Mainstreaming Report and Equality Outcomes April 2013 to March 2017 Contents 1. Executive Summary...1 2. Introduction...2 3. Commitment...2 4. The Legal Context...3 5. An Overview of the Mainstreaming

More information

Your Programme. One year, full-time campus based, and an 18-month distance learning routes are available.

Your Programme. One year, full-time campus based, and an 18-month distance learning routes are available. Your Programme Professional Graduate Diploma in Education (PGDE) Introduction The School of Education was established in December 2001 following the merger of the University of Aberdeen and Northern College.

More information

Local management of schools COMMON FUNDING SCHEME 2014-15

Local management of schools COMMON FUNDING SCHEME 2014-15 Local management of schools COMMON FUNDING SCHEME 2014-15 CONTENTS Page INTRODUCTION... 1 PART 1 THE COMMON FUNDING SCHEME... 3 Policy Context and Legislative Framework... 3 Schools within the Scope of

More information

POST-PRIMARY INSPECTION

POST-PRIMARY INSPECTION POST-PRIMARY INSPECTION Corpus Christi College Education and Training Inspectorate Maintained, non-selective, 11-18 boys school Report of an Inspection in January 2014 Quantitative terms In this report,

More information

PAPER 1 THE SCHOOL COUNSELLING WORKFORCE IN NSW GOVERNMENT SCHOOLS

PAPER 1 THE SCHOOL COUNSELLING WORKFORCE IN NSW GOVERNMENT SCHOOLS PAPER 1 THE SCHOOL COUNSELLING WORKFORCE IN NSW GOVERNMENT SCHOOLS Introduction This paper describes the current school counselling service within the Department of Education and Communities (the Department)

More information

Part of the Skills for Business network of 25 employer-led Sector Skills Councils

Part of the Skills for Business network of 25 employer-led Sector Skills Councils WELSH LANGUAGE SKILLS AUDIT: THE WELSH LANGUAGE AND BILINGUAL SKILLS OF STAFF IN FURTHER EDUCATION, HIGHER EDUCATION, ADULT COMMUNITY LEARNING AND WORK BASED LEARNING SECTORS IN WALES Part of the Skills

More information

2. Incidence, prevalence and duration of breastfeeding

2. Incidence, prevalence and duration of breastfeeding 2. Incidence, prevalence and duration of breastfeeding Key Findings Mothers in the UK are breastfeeding their babies for longer with one in three mothers still breastfeeding at six months in 2010 compared

More information

Scotland s Class of 99: the early career paths of graduates who studied in Scottish higher education institutions. Summary report

Scotland s Class of 99: the early career paths of graduates who studied in Scottish higher education institutions. Summary report Scotland s Class of 99: the early career paths of graduates who studied in Scottish higher education institutions Summary report Scotland s Class of 99: the early career paths of graduates who studied

More information

Citizenship education in Northern Ireland, Wales, Scotland and England

Citizenship education in Northern Ireland, Wales, Scotland and England Citizenship education in Northern Ireland, Wales, Scotland and England Northern Ireland The Northern Ireland curriculum is described as six Areas of Learning at key stages 1 and 2: Language and Literacy

More information

Sickness Absence in the Northern Ireland Public Sector

Sickness Absence in the Northern Ireland Public Sector Sickness Absence in the Northern Ireland Public Sector REPORT BY THE COMPTROLLER AND AUDITOR GENERAL 23 April 2013 Sickness Absence in the Northern Ireland Public Sector Published 23 April 2013 This

More information

Submission of written evidence from Universities UK to the House of Commons Public Accounts Committee Inquiry on Training New Teachers

Submission of written evidence from Universities UK to the House of Commons Public Accounts Committee Inquiry on Training New Teachers 2 March 2016 Submission of written evidence from Universities UK to the House of Commons Public Accounts Committee Inquiry on Training New Teachers Contact: Alex Leonhardt Senior Political Affairs Officer

More information

Foreword. End of Cycle Report 2014. Applicants

Foreword. End of Cycle Report 2014. Applicants Foreword The End of Cycle Report is our most comprehensive analysis to date of recruitment to full time undergraduate courses in the UK. It provides a rich picture of demand and outcomes for higher education

More information

Student Finance. Tuition Fees. Living Expenses. What statutory support can I get?

Student Finance. Tuition Fees. Living Expenses. What statutory support can I get? Student Finance Tuition Fees Tuition fees cover our costs such as teaching salaries and costs of facilities. The Nottinghamshire Torch SCITT s tuition fees for 2014/15 for the full PGCE course are set

More information

Budget 2015/16: Implications for Undergraduate Student Support

Budget 2015/16: Implications for Undergraduate Student Support Research and Information Service Paper 123/14 20 November 2014 NIAR 763-2014 Eóin Murphy Budget 2015/16: Implications for Undergraduate Student Support 1 Introduction The following paper discusses the

More information

Statistical First Release

Statistical First Release Statistical First Release School Workforce in England: November 2014 Reference SFR 21/2015 Date 2 July 2015 Coverage England Theme Children, Education and Skills Issued by Department for Education, Sanctuary

More information

THE IRISH NATIONAL TEACHERS ORGANISATION

THE IRISH NATIONAL TEACHERS ORGANISATION THE IRISH NATIONAL TEACHERS ORGANISATION ANNUAL NORTHERN CONFERENCE 2014 Resolutions Passed / Remitted 1. Conference: (a) (b) (c) (d) (e) (f) Acknowledges the end of the freeze on public servants pay enacted

More information

ATTRACTING, DEVELOPING AND RETAINING EFFECTIVE TEACHERS IN THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND OECD COUNTRY BACKGROUND REPORT

ATTRACTING, DEVELOPING AND RETAINING EFFECTIVE TEACHERS IN THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND OECD COUNTRY BACKGROUND REPORT ATTRACTING, DEVELOPING AND RETAINING EFFECTIVE TEACHERS IN THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND OECD COUNTRY BACKGROUND REPORT Alistair ROSS and Merryn HUTCHINGS Institute for Policy

More information

Secondments of Teachers to the European Schools Information for Applicants: School Year 2016-2017

Secondments of Teachers to the European Schools Information for Applicants: School Year 2016-2017 Secondments of Teachers to the European s Information for Applicants: Year 2016-2017 The European s The European s are a system of schools established and maintained by the European Union and its Member

More information

2015 TEACHING WORKFORCE SUPPLY AND DEMAND

2015 TEACHING WORKFORCE SUPPLY AND DEMAND 21/09/15_19195 September 2015 PEO PLE A N D SERV I CES DI REC TO R AT E 2015 TEACHING WORKFORCE SUPPLY AND DEMAND NSW Department of Education 2015 Teaching Workforce Supply and Demand www.dec.nsw.gov.au

More information

National Insurance Fund - Long-term Financial Estimates

National Insurance Fund - Long-term Financial Estimates Social Security Administration Act 1992 National Insurance Fund - Long-term Financial Estimates Report by the Government Actuary on the Quinquennial Review for the period ending 5 April 1995 under Section

More information

Teaching and teaching qualifications

Teaching and teaching qualifications Information Date of issue: Audience Overview Action required Further information Additional copies Related documents Digital ISBN 978 0 7504 7982 0 Crown copyright 2013 WG16641 All bodies concerned with

More information

W E S T E R N E D U C A T I O N A N D L I B R A R Y B O A R D PERMANENT EDUCATIONAL PSYCHOLOGIST MAYDOWN HOUSE, LONDONDERRY

W E S T E R N E D U C A T I O N A N D L I B R A R Y B O A R D PERMANENT EDUCATIONAL PSYCHOLOGIST MAYDOWN HOUSE, LONDONDERRY W E S T E R N E D U C A T I O N A N D L I B R A R Y B O A R D PERMANENT EDUCATIONAL PSYCHOLOGIST MAYDOWN HOUSE, LONDONDERRY TEMPORARY EDUCATIONAL PSYCHOLOGIST BOARD HEADQUARTERS, OMAGH (REQUIRED UNTIL

More information

WESTERN EDUCATION AND LIBRARY BOARD

WESTERN EDUCATION AND LIBRARY BOARD WESTERN EDUCATION AND LIBRARY BOARD Post Title: Department: Division: Reports to: Salary: Base: Educational Psychologist Early Years Capacity Building Programme Children and Young People s Services Learning

More information

Skills & Demand in Industry

Skills & Demand in Industry Engineering and Technology Skills & Demand in Industry Annual Survey www.theiet.org The Institution of Engineering and Technology As engineering and technology become increasingly interdisciplinary, global

More information

Diploma Supplement, 2007/08

Diploma Supplement, 2007/08 Diploma Supplement, 2007/08 The Diploma Supplement issued by Northumbria University follows the model developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement

More information

2006 ANNUAL PERFORMANCE ASSESSMENT OF SERVICES FOR CHILDREN AND YOUNG PEOPLE IN THE EAST RIDING OF YORKSHIRE COUNCIL

2006 ANNUAL PERFORMANCE ASSESSMENT OF SERVICES FOR CHILDREN AND YOUNG PEOPLE IN THE EAST RIDING OF YORKSHIRE COUNCIL Alexandra House 33 Kingsway London WC2B 6SE T 08456 404045 enquiries@ofsted.gov.uk www.ofsted.gov.uk Mr Andrew Williams Director of Children, Family and Adult Services East Riding of Yorkshire Council

More information

Higher Education Student Support in Scotland 2014-15

Higher Education Student Support in Scotland 2014-15 Higher Education Student Support in Scotland 2014-15 Statistical summary of financial support provided to students by the Student Awards Agency for Scotland in academic session 2014-15 October 2015 A National

More information

Statistical First Release

Statistical First Release Statistical First Release School Workforce in England: November 2013 Reference SFR 11/2014 Date 10 April 2014 Coverage England Theme Children, Education and Skills Issued by Department for Education, Sanctuary

More information

CRIDE report on 2012 survey on educational provision for deaf children in England

CRIDE report on 2012 survey on educational provision for deaf children in England INTRODUCTION CRIDE report on 2012 survey on educational provision for deaf children in England In 2012, the Consortium for Research into Deaf Education (CRIDE) carried out its second annual survey on educational

More information

Statistical First Release

Statistical First Release Statistical First Release Special Educational Needs in England: January 2014 Reference SFR 26/2014 Date 4 September 2014 Coverage England Theme Children, Education and Skills Issued by Department for Education,

More information

Age, Demographics and Employment

Age, Demographics and Employment Key Facts Age, Demographics and Employment This document summarises key facts about demographic change, age, employment, training, retirement, pensions and savings. 1 Demographic change The population

More information

Maintained Governing Body Delegation Planner

Maintained Governing Body Delegation Planner Tools and Checklists: Maintained Governing Body Delegation Planner Improving your governing board Need advice? For advice on any issue, Gold members have access to GOLDline legal advice 9 5pm weekdays.

More information

The Diploma Supplement is issued as two elements by the University of Central Lancashire as follows:

The Diploma Supplement is issued as two elements by the University of Central Lancashire as follows: Diploma Supplement The Diploma Supplement issued by the University of Central Lancashire follows the model developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement

More information

Training our next generation of outstanding teachers. Implementation plan

Training our next generation of outstanding teachers. Implementation plan Training our next generation of outstanding teachers Implementation plan November 2011 Contents Foreword P3 1. The quality of teacher trainees P4 2. Better investment better teachers P6 3. Reform of training

More information

CITY ACADEMIES. schools to make a difference A PROSPECTUS FOR SPONSORS AND OTHER PARTNERS

CITY ACADEMIES. schools to make a difference A PROSPECTUS FOR SPONSORS AND OTHER PARTNERS CITY ACADEMIES schools to make a difference A PROSPECTUS FOR SPONSORS AND OTHER PARTNERS 1 City Academies, to replace seriously failing schools, will be established by partnerships involving the Government,

More information

Guidelines for schools using Adults Other Than Teachers (AOTTs) in Physical Education and School Sport

Guidelines for schools using Adults Other Than Teachers (AOTTs) in Physical Education and School Sport Belfast Education Towards a and City Library Board Learning Guidelines for schools using Adults Other Than Teachers (AOTTs) in Physical Education and School Sport INDEX Context 4 Background 4 Definition

More information

Information about schools

Information about schools Information about schools This leaflet is designed to help you prepare your case where there is a disagreement about the school or type of school named in a child s statement of special educational needs.

More information

The Decline in Student Applications to Computer Science and IT Degree Courses in UK Universities. Anna Round University of Newcastle

The Decline in Student Applications to Computer Science and IT Degree Courses in UK Universities. Anna Round University of Newcastle The Decline in Student Applications to Computer Science and IT Degree Courses in UK Universities Introduction Anna Round University of Newcastle The research described in this report was undertaken for

More information

QUALITY ASSURANCE IN INITIAL TEACHER EDUCATION

QUALITY ASSURANCE IN INITIAL TEACHER EDUCATION QUALITY ASSURANCE IN INITIAL TEACHER EDUCATION BENCHMARK INFORMATION ON THE STANDARD for INITIAL TEACHER EDUCATION IN SCOTLAND CONSULTATION DOCUMENT April 2000 This document has been produced under the

More information

When You Are Born Matters: The Impact of Date of Birth on Child Cognitive Outcomes in England

When You Are Born Matters: The Impact of Date of Birth on Child Cognitive Outcomes in England When You Are Born Matters: The Impact of Date of Birth on Child Cognitive Outcomes in England Claire Crawford Institute for Fiscal Studies Lorraine Dearden Institute for Fiscal Studies and Institute of

More information

Languages at key stage 4 2009: evaluation of the impact of the languages review recommendations: findings from the 2009 survey

Languages at key stage 4 2009: evaluation of the impact of the languages review recommendations: findings from the 2009 survey Research Report DFE-RR052 Languages at key stage 4 2009: evaluation of the impact of the languages review recommendations: findings from the 2009 survey Caroline Filmer-Sankey Helen Marshall This research

More information

Scheme for the Management of Controlled Schools

Scheme for the Management of Controlled Schools Scheme for the Management of Controlled Schools www.neelb.org.uk Web Site Download North Eastern Education and Library Board Scheme for the Management of Controlled Schools Arrangement of Scheme PART ARTICLE(S)

More information

NON CONSULTANT CAREER GRADE DOCTORS AN IMPORTANT PART OF THE PAEDIATRIC WORKFORCE

NON CONSULTANT CAREER GRADE DOCTORS AN IMPORTANT PART OF THE PAEDIATRIC WORKFORCE NON CONSULTANT CAREER GRADE DOCTORS AN IMPORTANT PART OF THE PAEDIATRIC WORKFORCE Background Non consultant career grade doctors (NCCGs) have traditionally formed a large part of the paediatric workforce.

More information

Patterns of higher education institutions in the UK:

Patterns of higher education institutions in the UK: Patterns of higher education institutions in the UK: Seventh report This publication has been supported by Embargo til 00:00 hrs Thursday 13 September 2007 Patterns of higher education institutions in

More information

Higher education and beyond

Higher education and beyond July 2013/15 Issues paper This report is for information This report examines the degree outcomes and employment circumstances of young UKdomiciled students starting a full-time first degree course in

More information

Funding of Schools The Way Ahead. A Discussion Paper. Irish National Teachers` Organisation (INTO)

Funding of Schools The Way Ahead. A Discussion Paper. Irish National Teachers` Organisation (INTO) Funding of Schools The Way Ahead. A Discussion Paper Irish National Teachers` Organisation (INTO) February 2008 AIM OF THIS DOCUMENT Over the past year INTO has carefully examined the process for funding

More information

Annex A: The Teacher Training Incentive Scheme 2015

Annex A: The Teacher Training Incentive Scheme 2015 Annex A: The Teacher Training Incentive Scheme 2015 Education Wales 2015 No. 5 Background 1. The Ministers have powers to provide financial assistance under sections 14-17 of the Education Act 2002 for

More information

Education: Historical statistics

Education: Historical statistics Education: Historical statistics Standard Note: SN/SG/4252 Last updated: 27 November 2012 Author: Paul Bolton Social & General Statistics The organisation of every stage of education has undergone significant

More information

Education & Culture Committee Call for Evidence: Universities Scotland Submission

Education & Culture Committee Call for Evidence: Universities Scotland Submission Education & Culture Committee Call for Evidence: Universities Scotland Submission Availability and Balance of Student Support in Scotland 1. Universities Scotland, as the representative body of Scotland

More information

Postgraduate Certificate in Education: Dance Teaching (with QTS) Programme Specification

Postgraduate Certificate in Education: Dance Teaching (with QTS) Programme Specification Postgraduate Certificate in Education: Dance Teaching (with QTS) 1. Awarding Body University of Bath (subject to final agreement) 2. Teaching Institution (if different) 3. Final Award Postgraduate Certificate

More information

UK Quality Code for Higher Education

UK Quality Code for Higher Education UK Quality Code for Higher Education Part A: Setting and maintaining threshold academic standards Chapter A2: The subject and qualification level Chapter A2: The subject and qualification level Contents

More information

BRENT COUNCIL PAY POLICY STATEMENT

BRENT COUNCIL PAY POLICY STATEMENT BRENT COUNCIL PAY POLICY STATEMENT Financial Year 2016/17 April 2016 1 Contents Purpose... 3 Strategic Context... 3 Review of Employee Benefits... 4 Council Pay Rates and Scales... 4 Remuneration of Senior

More information

UK Commission s Employer Perspectives Survey 2012. Executive Summary 64 December 2012

UK Commission s Employer Perspectives Survey 2012. Executive Summary 64 December 2012 UK Commission s Employer Perspectives Survey 2012 Executive Summary 64 December 2012 UK Commission s Employer Perspectives Survey 2012 Jan Shury, David Vivian, Katie Gore, Camilla Huckle, IFF Research

More information

Occupational map for supporting teaching and learning in schools. Developed for the Training and Development Agency for Schools

Occupational map for supporting teaching and learning in schools. Developed for the Training and Development Agency for Schools Occupational map for supporting teaching and learning in schools Developed for the Training and Development Agency for Schools June 2007 Occupational map for supporting teaching and learning in schools

More information

The Open University Foundation Degree in Early Years. Frequently Asked Questions April 2007

The Open University Foundation Degree in Early Years. Frequently Asked Questions April 2007 The Open University Foundation Degree in Early Years Frequently Asked Questions April 2007 This information is correct at the time of writing and replaces all previous versions Page No A What is a Foundation

More information

TEACHER/HIGHER EDUCATION INSPECTION

TEACHER/HIGHER EDUCATION INSPECTION TEACHER/HIGHER EDUCATION INSPECTION Education and Training Inspectorate An Evaluation of the Joint Post-Primary Post Graduate Certificate in Education: Main Subject with Special Education and Inclusion

More information

London Borough of Lewisham Pay Policy Statement 2015/16

London Borough of Lewisham Pay Policy Statement 2015/16 London Borough of Lewisham Pay Policy Statement 2015/16 1. Introduction The Council seeks to be a fair and good employer of choice and in doing so deliver effective services in the borough. It seeks to

More information

Modernising Scientific Careers. Scientist Training Programme (STP) Recruitment 2012. Frequently Asked Questions

Modernising Scientific Careers. Scientist Training Programme (STP) Recruitment 2012. Frequently Asked Questions Modernising Scientific Careers Scientist Training Programme (STP) Recruitment 2012 Frequently sked Questions 1 Contents General Questions Page 1 Which Universities will be offering the accredited Masters

More information

Early Childhood Development Workforce Productivity Commission Issues Paper

Early Childhood Development Workforce Productivity Commission Issues Paper Early Childhood Development Workforce Productivity Commission Issues Paper Submission by KU Children s Services Introduction KU Children s Services is the leading not for profit provider of children s

More information

Aptitude testing using the United Kingdom Clinical Aptitude Test (UKCAT)

Aptitude testing using the United Kingdom Clinical Aptitude Test (UKCAT) Admissions and Access Service Student Plus Queen s University Belfast Belfast BT7 1NN T + 44 (0) 28 9097 3838 E admissions@qub.ac.uk Bachelor of Dental Surgery (A200) 5 year full-time Degree How we choose

More information

Information sheet PGDE Secondary (Biology) C1X1

Information sheet PGDE Secondary (Biology) C1X1 Information sheet PGDE Secondary (Biology) C1X1 1. What are the minimum entry requirements? 2. How do I apply to the University? 3. When should I apply? 4. When does the programme commence? 5. Personal

More information

Information sheet PGDE Secondary (Physical Education) X9C6

Information sheet PGDE Secondary (Physical Education) X9C6 Information sheet PGDE Secondary (Physical Education) X9C6 1. What are the minimum entry requirements? 2. How do I apply to the University? 3. When should I apply? 4. When does the programme commence?

More information

Postgraduate Certificate in Education. Specialist Tutor (ITE Tutor) Job and Person Specification

Postgraduate Certificate in Education. Specialist Tutor (ITE Tutor) Job and Person Specification Course description Postgraduate Certificate in Education Specialist Tutor (ITE Tutor) Job and Person Specification The Open University Postgraduate Certificate in Education (PGCE), is available in England,

More information

North East Surrey College of Technology (NESCOT) Access Agreement 2016-2017

North East Surrey College of Technology (NESCOT) Access Agreement 2016-2017 North East Surrey College of Technology (NESCOT) Access Agreement 2016-2017 Summary This Access Agreement sets out how North East Surrey College of Technology (Nescot) plans to widen access to Higher Education

More information

Report on District Nurse Education in England, Wales and Northern Ireland 2012/13

Report on District Nurse Education in England, Wales and Northern Ireland 2012/13 Report on District Nurse Education in England, Wales and Northern Ireland 2012/13 Introduction The QNI has become concerned at recent reports of a fall in the number of District Nurses currently in training

More information

Business School. Accounting. June 2007

Business School. Accounting. June 2007 Business School 1 Awarding body: Oxford Brookes University 2 Teaching institution: Oxford Brookes University 3 Programme accredited/approved by: N/A 4 Final and intermediate awards: BSc (Hons) 5 Programme

More information

FEE CHARGING SCHOOLS ANALYSIS OF FEE INCOME

FEE CHARGING SCHOOLS ANALYSIS OF FEE INCOME FEE CHARGING SCHOOLS ANALYSIS OF FEE INCOME Department of Education and Skills 1 SECTIONS 1. Executive Summary... 3 2. Background and policy context... 5 2.1. How the system has evolved... 5 2.2. Provision

More information

HEYTHROP COLLEGE, UNIVERSITY OF LONDON

HEYTHROP COLLEGE, UNIVERSITY OF LONDON Programme Specification HEYTHROP COLLEGE, UNIVERSITY OF LONDON 1. Title: MA Contemporary Ethics 2, Awarding institution University of London 3. Teaching institution Heythrop College, University of London

More information

Fair Employment and Treatment (NI) Order 1998 ARTICLE 5 5 REVIEW. A Guide for Employers

Fair Employment and Treatment (NI) Order 1998 ARTICLE 5 5 REVIEW. A Guide for Employers 55 Fair Employment and Treatment (NI) Order 1998 ARTICLE 5 5 REVIEW A Guide for Employers 0 1. INTRODUCTION 1.1 Under Article 55 of the Fair Employment and Treatment (NI) Order 1998 concerns registered

More information

Information sheet PGDE Secondary (English) Q3X1

Information sheet PGDE Secondary (English) Q3X1 Information sheet PGDE Secondary (English) Q3X1 1. What are the minimum entry requirements? 2. How do I apply to the University? 3. When should I apply? 4. When does the programme commence? 5. Personal

More information

2015 Entry. Fees and Funding. for Full-Time Undergraduate Students

2015 Entry. Fees and Funding. for Full-Time Undergraduate Students 2015 Entry Fees and Funding for Full-Time Undergraduate Students Undergraduate Tuition Fees for 2015 All new, full-time undergraduates starting an Honours degree at the University of Chester in September

More information

THE TEACHING COUNCIL [REGISTRATION] REGULATIONS IN ACCORDANCE WITH SECTION 31 OF PART 3 OF THE TEACHING COUNCIL ACTS, 2001 TO 2006 ( THE ACT )

THE TEACHING COUNCIL [REGISTRATION] REGULATIONS IN ACCORDANCE WITH SECTION 31 OF PART 3 OF THE TEACHING COUNCIL ACTS, 2001 TO 2006 ( THE ACT ) THE TEACHING COUNCIL [REGISTRATION] REGULATIONS IN ACCORDANCE WITH SECTION 31 OF PART 3 OF THE TEACHING COUNCIL ACTS, 2001 TO 2006 ( THE ACT ) The Teaching Council in exercise of the powers conferred on

More information

Published by the Stationery Office, Dublin, Ireland. To be purchased from the: or through any bookseller.

Published by the Stationery Office, Dublin, Ireland. To be purchased from the: or through any bookseller. Published by the Stationery Office, Dublin, Ireland. To be purchased from the: Central Statistics Office, Information Section, Skehard Road, Cork, Government Publications Sales Office, Sun Alliance House,

More information

www.business.mmu.ac.uk/pro-accounting Faculty of Business and Law Business School

www.business.mmu.ac.uk/pro-accounting Faculty of Business and Law Business School Professional Accounting A part-time programme, developed in partnership with AAT and ICAEW, providing an accelerated route to achieving your professional accountancy qualifications. Faculty of Business

More information

RR887. Changes in shift work patterns over the last ten years (1999 to 2009)

RR887. Changes in shift work patterns over the last ten years (1999 to 2009) Health and Safety Executive Changes in shift work patterns over the last ten years (999 to 009) Prepared by Office for National Statistics for the Health and Safety Executive 0 RR887 Research Report Crown

More information

Briefing on ethnicity and educational attainment, June 2012

Briefing on ethnicity and educational attainment, June 2012 Briefing on ethnicity and educational attainment, June 2012 Ethnicity in schools In state-funded primary schools 27.6 per cent of pupils (of compulsory school age and above) were classified as being of

More information